Neurolinguistic Programming (NLP) in ELT
Tolga Özer & Ecem Göde
Department of ELT, Mersin University, Mersin, Turkey
E-mail: tolgaozer_62@hotmail.com & such-a-treasure@hotmail.com
Introduction
NLP is relatively new at the aspect of language
teaching. NLP is a theory of excellence. It is developed
by a psychologist John Grindler and a student of
linguistics Richard Bandler in the 1970s. According to
Grindler and Bandler , NLP involves discovering and
modelling
excellence
people’s
marvelous
characteristics – the ways how they perceive and
interpret the world and they behave (Revell and
Norman, 1997). From this aspect, Grindler and Bandler
sormed a set of patterns, strategies and techniques for
the benefit of other people’s utilising in the pursuit of
excellence.
NLP and Language Learning
NLP wasn’t developed just for language teaching
in fact. However, as assumptions of NLP refer to life,
people and self discovery and awareness. İt has some
similar features with huamnistic approaches in terms of
self actualization and self awareness. Therefore, an
appeal arises to utilise NLP within language teaching
(Richards and Rodgers: 2002, 125).
Literature Review
Nowadays, NLP strategies and techniques are utilized
in language teaching increasingly. Therefore, many
researchers and linguistics have paid attention this innovative
method. For example, Revell and Norman says that NLP is
about how to run our brain in a productive way to consistently
achieve the results that we want (1997). Also, Baker and
Rinvolucri have described NLP as “ a complex set of beliefs,
skills and behaviours that can help a person communicate
more accurately., effectively snd respectfully” (2005:4).
The Aim of This Study
This study aims finding the answers to these
research questions;
1. What is the relationship of NLP with language
teaching?
2. What is the aim of NLP?
3. How does NLP work?
and clearing that NLP encourages language
teachers to apply different, effective, and positive
ways in their teaching styles.
Conclusion
In terms of NLP and language teaching, NLP is said to
encourage English language teachers to “come up with ways
to deliver the programmes and supply even more variety in
(their) teaching styles’”(Tompkins in Baker: 2005).
Dilts, Bandler, & DeLozier says that the title,
`Neuro-Linguistic Programming’, refers to the view that
a person is a whole mind-body system, and that there
are assumed to be systematic, patterned connections
between neurological processes (`neuro’), language
(`linguistic') and learned behavioural strategies
(`programming’) (1980 p.2).
NLP in the Classroom
does not provide certain techniques or
or strategies especially for teaching a language based on
teories and assumptions. By the way, it provides the
students with expressing themselves, and speaking a
second language. Also, NLP is a humanistic psychology
designed to convince the people that they can control their
own and other people’s lives for better.
As Revell and Norman says, the assumptions on
which NLP is based “need not to be accepted as the
absoluye truth, but acting as if they were true can make a
world of difference in your life and in your teaching”.
References
NLP can have a real impact on the areas which
explore the relationships among the students and
between students and teachers, and those which help
to create a healty and positive learning environment
(O’Conner and Mc Dermott 1996; Revell and Norman
1997):
1. Outcomes: “Know what you want…”
2. Rapport: “Establish rapport with yourself and then
with others…”
3. Sensory acuity: “Use your senses. Look at, listen
to, and feel what is actually happening…”
4. Flexibility: “Keep changing what you do until you
get what you want…”
•O’Connor, j., and I. Mc Dermott. 1996. Principles of NLP
in ELT. London. Thorsons.
•Revell, J., and S. Norman. 1997. In Your Hands; NLP in
ELT. London: Saffire Press
•Richards, J., C., and T., S., Rodgers. 2002. Approaches
and Methods in Language Teaching. 127. Cambridge
University Press
•Baker, J. and Rinvolucri, M. (2005). Neuro-Linguistic
Programming. English Teaching Professional 37. 4-6.
• Baker, J. (2005). Shaping a Training Course for Teachers
through NLP – An interview with Penny Tompkins and
James Lawley. www.cleanlanguage.co.uk
•Dilts, R., Bandler, R., & DeLozier, J. 1980, Neurolinguistic programming: volume 1, the study of the
structure of subjective experience. Meta Publications,
California.
•http://www.englishaustralia.com.au/index.cgi?E=hcatfunc
s&PT=sl&X=getdoc&Lev1=pub_c06_07&Lev2=c05_winch
•http://www.teachingenglish.org.uk/think/articles/neurolinguistic-programming-elt
http://www.teachingexpertise.com/articles/nlpunderstanding-students-602
http://www.nlp-hypnotist.co.uk/nlp-therapy
http://www.anlp.org/index.asp?PageID=199
http://www.infed.org/biblio/nlp_and_education.htm